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291.
Nancy E. Marchand-Martella Ronald C. Martella Martin Agran Charles L. Salzberg K. Richard Young Daniel Morgan 《Journal of applied behavior analysis》1992,25(4):841-851
Peers with mild intellectual disabilities taught first aid skills to 4 students with moderate intellectual disabilities. A multiple probe design across participants was used to examine the effects of the peer teaching program during an acquisition and a partial sequential withdrawal phase. Generalization assessments were conducted in the participants' homes using novel, randomized simulated injuries. Results suggested that the peer teaching program resulted in acquisition of first aid skills, and the participants' skills generalized to the home, to novel simulated-injury locations, and to new trainers. Additionally, a more detailed analysis of the generalized responding suggested that when given a choice among first aid materials, participants treated burns using large adhesive bandages rather than the materials used in training. Participants also successfully treated injuries when novel instructional cues were used. The findings are discussed with respect to training issues, generalization and maintenance of the acquired skills, and the use of peer tutors with disabilities. 相似文献
292.
概化理论在作文评分中的应用研究 总被引:30,自引:3,他引:27
概化理论是现代心理测量理论之一,该文简要地介绍了该理论的基本思想并用此理论对作文评分的误差控制问题进行了应用性探讨。研究中请6位评分员对20名学生每人三种文体的作文用分项评分法进行评定。然后用GENOVA软件的估计了作文评分中的评分员效应和题目效应,并对各种误差构成进行了分析比较。结果表明:在作文评分中,评分员勺最大,题目效应不明显。同时还发现,不同文体对评分误差有重要影响。论文文的评分误差最大, 相似文献
293.
A general approach to the analysis of subjective categorical data is considered, in which agreement matrices of two or more raters are directly expressed in terms of error and agreement parameters. The method provides focused analyses of ratings from several raters for whom ratings have measurement error distributions that may induce bias in the evaluation of substantive questions of interest. Each rater's judgment process is modeled as a mixture of two components: an error variable that is unique for the rater in question as well as an agreement variable that operationalizes the true values of the units of observation. The statistical problems of identification, estimation, and testing of such measurement models are discussed.The general model is applied in several special cases. The most simple situation is that underlying Cohen's Kappa, where two raters place units into unordered categories. The model provides a generalization and systematization of the Kappa-idea to correct for agreement by chance. In applications with typical research designs, including a between-subjects design and a mixed within-subjects, between-subjects design, the model is shown to disentangle structural and measurement components of the observations, thereby controlling for possible confounding effects of systematic rater bias. Situations considered include the case of more than two raters as well as the case of ordered categories. The different analyses are illustrated by means of real data sets.The authors wish to thank Lawrence Hubert and Ivo Molenaar for helpful and detailed comments on a previous draft of this paper. Thanks are also due to Jens Möller und Bernd Strauß for the data from the 1992 Olympic Games. We thank the editor and three anonymous reviewers for valuable comments on an earlier draft. 相似文献
294.
295.
David Jarjoura 《Psychometrika》1983,48(4):525-539
The problem of predicting universe scores for samples of examinees based on their responses to samples of items is treated. A general measurement procedure is described in which multiple test forms are developed from a table of specifications and each form is administered to a different sample of examinees. The measurement model categorizes items according to the cells of such a table, and the linear function derived for minimizing error variance in prediction uses responses to these categories. In addition, some distinctions are drawn between aspects of the approach taken here and the familiar regressed score estimates.The author thanks Robert L. Brennan, Michael J. Kolen, and Richard Sawyer for helpful comments and corrections, and anonymous reviewers for suggested improvements. 相似文献
296.
Raymond F. Koopman 《Psychometrika》1983,48(4):639-641
A paradoxical implication of Kraemer's expression for the large-sample standard error of Brogden's form of the biserial correlation is identified, and a new expression is given which does not imply the paradox. However, numerical evidence is presented which calls into question the correctness of the expression. 相似文献
297.
A computer program was developed to simulate long-duration behavior. The program generated data by using two time-series models linked together by a covariance parameter. By varying the parameters of the program, the characteristics of the simulated behavior were altered, including the mean and variance of the durations of behavior, the mean and variance of the interresponse time, and the degree of relationship within and between durations of behavior and interresponse times. Four data-collection methods were applied to the simulated data: whole interval, partial interval, momentary time-sampling, and continuous measures. The accuracies of the first three recording measures were judged by comparing them to the continuous measure. The results indicated that only the momentary time-sampling approach yielded unbiased results. The degree of bias for the whole and partial interval measures was a function of the ratio of the interval recording length to the sum of the mean duration of behavior and the mean interresponse time. Unfortunately, it was concluded that researchers cannot estimate the magnitudes of these latter two parameters for most behaviors of interest and, consequently, are unable to choose an appropriate interval length. Therefore, it was recommended that the use of interval recording approaches be greatly restricted and that momentary time-sampling be substituted where possible. 相似文献
298.
Fixed-interval matching-to-sample: intermatching time and intermatching error runs 总被引:1,自引:1,他引:0
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Nelson TD 《Journal of the experimental analysis of behavior》1978,29(1):105-113
Four pigeons were trained on a matching-to-sample task in which reinforcers followed either the first matching response (fixed interval) or the fifth matching response (tandem fixed-interval fixed-ratio) that occurred 80 seconds or longer after the last reinforcement. Relative frequency distributions of the matching-to-sample responses that concluded intermatching times and runs of mismatches (intermatching error runs) were computed for the final matching responses directly followed by grain access and also for the three matching responses immediately preceding the final match. Comparison of these two distributions showed that the fixed-interval schedule arranged for the preferential reinforcement of matches concluding relatively extended intermatching times and runs of mismatches. Differences in matching accuracy and rate during the fixed interval, compared to the tandem fixed-interval fixed-ratio, suggested that reinforcers following matches concluding various intermatching times and runs of mismatches influenced the rate and accuracy of the last few matches before grain access, but did not control rate and accuracy throughout the entire fixed-interval period. 相似文献
299.
300.
Patricia M. Barbetta Timothy E. Heron William L. Heward 《Journal of applied behavior analysis》1993,26(1):111-119
We used an alternating treatments design to compare the effects of active student response error correction and no-response error correction during sight word instruction. Six students with developmental disabilities were provided one-to-one daily sight word instruction on eight sets of 20 unknown words. Each set of 20 words was divided randomly into two equal groups. Student errors during instruction on one group of words were immediately followed by the teacher modeling the word and the student repeating it (active student response instruction). Errors on the other group of words were immediately followed by the teacher modeling the word while the student attended to the word card (no-response instruction). For all 6 students, the active student response error-correction procedure resulted in more words read correctly during instruction, same-day tests, next-day tests, 2-week maintenance tests, and generality tests (words read in sentences). 相似文献